Implementation of Differentiated Instruction: A Case Study on Students’ Attitudinal Change, EFL Teachers’ Perceptions and Reflections

• Main Authors: Chang, Hsin-Yi, 張欣儀
• Other Authors: Chang, Shan-mao
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/sjqdax

碩士 === 國立彰化師範大學 === 英語學系 === 106 === This case study adopts qualitative methods to describe the implementation of Differentiated Instruction (DI) for fourth EFL graders in an elementary school. The objectives of this study are: (1) to explore how students have changed in terms of their attitudes toward English classes; (2) to understand students’ and teachers’ opinions concerning the implementation of Differentiated Instruction; and (3) to examine the reflections of the teacher (as a researcher). Twenty-eight fourth graders and their homeroom teacher participated in the study. Data were collected from the classroom observation notes, interviews, and teacher reflection journals for two months. Data were analyzed through the process of coding, categorization, description and interpretation. The major findings were as follows: 1.Students’ learning attitudes towards English class improved during the Differentiated Instruction. 2.Views and opinions of the students and teachers are: (1)Tiered activities enhanced students’ English learning motivations. (2)Homogeneous grouping benefited learning. (3)Differentiated materials facilitated English learning. (4)The learning atmosphere created by DI provided a sense of security and support to students. 3.Differentiated instruction elevated teacher’s professional growth. Base on the results, the study proposed some suggestions for the implementation of Differentiated Instruction. Keywords: Differentiated Instruction, English learning attitudes, EFL, 12-year Basic Education